Mathematical abstraction of 9th grade students using realistic mathematics education based on the van hiele levels of geometry Nelly Fitriani (ab*), Didi Suryadi (a), Jozua Sabandar (ab), Darhim (a)
a) Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia
b) Program Studi Pendidikan Matematika, IKIP Siliwangi, Jl. Terusan Jenderal Sudirman No. 3 Cimahi, Indonesia
*nellyfitriani[at]student.upi.edu
Abstract
The purpose of this research is to analyse mathematical abstraction based on van Hiele levels of geometry (VHLG) through Realistic Mathematics Education (RME) approach and through traditional learning seen from levels of prior knowledge. This research uses a descriptive qualitative method with the subject is junior high school grade 9th. Instruments in this research is a test of mathematical abstraction, van Hiele Geometry Test and interview guidelines. The results for students in the high and moderate category in the class using RME approach, the VHLG is at the Deduction level and the abstraction ability were dominanted by Empirical and Reflective Abstraction, whereas the students in the low category are at the level of Abstraction, they have imperfect Empirical and Reflective Abstraction. For students in the high category in the class using traditional learning, the VHLG is at the level of Abstraction, they have Reflective Abstraction at the Representation level. While the students in the low and moderate category, the VHLG is at the Analysis level, they mastering the Reflective Abstraction at the level of Recognition. This study shows the RME approach can trigger the development of mathematical abstraction, and it can accelerate the progress van Hiele levels of geometry.
Keywords: Mathematical Abstraction; The Van Hiele Levels of Geometry; Realistic Mathematics Education
